A Guide to Adaptations and Modifications

Institution	Ministry of Education (British Columbia)
Titel	A Guide to Adaptations and Modifications
Quelle	(2009), (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Disabilities; Foreign Countries; Student Diversity; Individualized Instruction; Access to Education; Special Needs Students; Academic Accommodations (Disabilities); Assistive Technology; Educational Technology; Testing Accommodations; Grading; Canada + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Handicap; Behinderung; Ausland; Individualisierender Unterricht; Education; Access; Bildung; Zugang; Bildungszugang; Sonderpädagogischer Förderbedarf; Unterrichtsmedien; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Notengebung; Schulnote; Kanada
Abstract	In British Columbia, there are three principles of learning guide practice in the development of Integrated Resource Packages (IRPs), which contain the provincially prescribed learning outcomes for grades and subjects. These are: (1) Learning requires the active participation of the student; (2) Students learn in a variety of ways and at different rates; and (3) Learning is both an individual and group process. These same three principles should guide the differentiation of instruction, assessment methods, and/or materials--particularly the principle that people learn in a variety of ways and at different rates. Today's classrooms are diverse and inclusive by nature. Differentiation of instruction and assessment and the principles of universal design are now recognized practices for teachers. Both differentiation and universal design provide systematic approaches to setting goals, choosing or creating flexible materials and media, and assessment. To undertake differentiation and universal design, teachers need to be aware of a range of accommodations (multiple means of representation, of expression, and/or of engagement) that may be necessary to help each student in the classroom succeed. These accommodations may take the form of adaptations and/or modifications. Many students with special needs and significant learning challenges will be able to achieve the learning outcomes for subjects or courses with no or minor adaptations. Some may be able to achieve the learning outcomes of some subjects or courses with adaptations. A small proportion will need to work on individualized outcomes, goals different than the curriculum; this is referred to as modification. This paper offers a guide for using adaptations and modifications in instruction and assessment. (ERIC).
Anmerkungen	British Columbia Ministry of Education. P.O. Box 9146, Station Provincial Government, Victoria, BC V8W 9H1, Canada. Tel: 1-888-879-1166; Web site: http://www.gov.bc.ca/bced/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10